TCHR3004: Leadership and Advocacy in Early Childhood
| Title | Assessment 2 |
| Type | Portfolio |
| Due Date | Sunday, 17 Augustat 11:59pm AEST (end of Week 6) |
| Length | 1500 words |
| Weighting | 50% |
| Submission | Word document (not PDF) submitted to Turnitin |
| Unit Learning Outcomes | This assessment task maps to the following ULOs:
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| Academic Integrity | Purpose-Specific GenAI Use GenAI toolsmay be usedfor specific assessment tasks or purposes as identified below:
Note that:
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Task Description
This task requires students to draw on learning from Modules 1 to 6 and one (1) of the provided educational leader interviews to write a critical review of the role, responsibilities, and challenges of the early childhood educational leader.
In developing and explaining these points, students will:
As an early childhood teacher, it is important that you:
Choose ONE interview with an educational leader and prepare a critical review of their role, responsibilities, and challenges as an early childhood educational leader in line with the following headings:
person’s work as a leader
Please refer to the APA 7th Referencing Guide for this task - https://libguides.scu.edu.au/apa
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submission, so you have evidence of your attempted submission. Alternatively, you may email a final version of your task prior to the due date and timeto your unit assessor with an outline of why you have been unable to upload this yourself.
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At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect in relation to academic work.
The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic, and consistent approach to addressing academic integrity across the entire University. For more information see the SCU Academic Integrity Framework
Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.
Per Level 2 of the SCU GenAI Tool Descriptors, the task allows for Purpose-Specific GenAI Use. GenAI tools can be used for specific assessment tasks or purposes as identified and scaffolded by the Unit Assessor. The purpose-specific uses of GenAI in this task are detailed on the first page of this task outline.
Under the Rules - Student Academic and Non-Academic Misconduct Rules (Section 3) students have the right to Appeal against the Academic Integrity Officers academic misconduct Determination, to the Executive Dean, with that determination being final and conclusive, and not subject to further Appeal within the University. Students are not able to appeal against academic misconduct via the Unit Assessor or unit staff.
Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140
Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255
Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the ‘Grades and Feedback’ section on the Blackboard unit site. Dates for grades release of on-time assessment submissions for each task are provided within the assessment folders for this unit.
There are NO resubmissions available for either of the tasks in this unit. Requests for resubmission of either task will be declined in line with the SCU Assessment, Teaching and Learning Procedure - https://policies.scu.edu.au/view.current.php?id=00255
See the marking rubric for the marking criteria and grading standards.
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| Marking Criteria and % allocation | High Distinctio n 100% + | High Distinction (85-99%) | Distinction (75-84%) | Credit (65-74%) | Pass (59-64%) | Marginal Fail 35-49% | Fail 1-34% | Absent Fail 0% |
Criterion 1: The roles and responsibilities of the educational leader in one chosen interview have been described in detail, with clear reference to the interview selected and with reference to at least 2 unit reading literature sources and the NQS (ACECQA, 2025) 20% | Achieves all the criteria for a high distinctio n to an exemplar y standard, without any errors. | The roles and responsibilities of the educational leader in one selected interview have been very clearlydescribed at an outstanding level in relation to the interview described in exceptional detail, with integration of at least two valid and relevant unit reading literature sources and valid areas of the NQS | The roles and responsibilities of the educational leader in one selected interview have been very clearly described with a very good levelof detail in relation to the interview, with integration of at least two valid and relevant unit reading literature sources and valid areas of the NQS | The roles and responsibilities of the educational leader in one selected interview have been clearly described with a good level of detail in relation to the interview, with reference to/some integration of at least two valid and relevant unit reading literature sources and valid areas of the NQS | The roles and responsibilities of the educational leader in one selected interview have been satisfactorily described with relevant detail in relation to the interview, with reference to at least two valid and relevant unit reading literature sources and valid areas of the NQS | Response meets some or all the requirements at the passing level in limited ways, OR only meets some of the requirements at the passing level AND/ORminimum literature requirements have not been met but some valid literature has been used AND/OR the interview selected is not identified or has not been clearly described | Response meets some of the requirements at the passing level in very limited ways, OR response does not provide relevant or accurate responses to the task requirements at a passing level AND/OR the response does not align with one interview AND/OR invalid citations to literature or invalid literature used AND/OR no support from literature | Did not attempt OR the response does not draw on the sources provided for the task |
Criterion 2: The leadership style of the educational leader in one selected interview is identified in detail and linked to EC leadership theory with reference to at least two unit reading literature sources and the EYLF V2.0. 25% | Achieves all the criteria for a high distinctio n to an exemplar y standard, without any errors. | The leadership style of the educational leader is identified extremely clearly in relation to one selected interview and linked to early childhood leadership theory withhigh level integration of at least two very relevant and valid unit reading literature sources and the EYLF V2.0 in an outstanding way. | The leadership style of the educational leader is identified very clearly in relation to one selected interview and linked to early childhood leadership theory with insightful integration of at least two very relevant and valid unit reading literature sources and the EYLF V2.0 in a very good way. | The leadership style of the educational leader is identified clearly in relation to one selected interview and linked to early childhood leadership theory with some integration of at least two very relevant and valid unit reading literature sources and the EYLF V2.0 in a good way. | Good discussion of some of the challenges faced by the educational leader in one selected interview including mostly clear and detailed examples of practice from the selected interview and with reference to at least relevant and valid unit reading literature sources and the EYLF V2.0 in a satisfactory way. | Response meets some or all the requirements at the passing level in limited ways, OR only meets some of the requirements at the passing level AND/ORminimum literature requirements have not been met but some valid literature has been used AND/OR the interview selected is not identified or has not been clearly described | Response meets some of the requirements at the passing level in very limited ways, OR response does not provide relevant or accurate responses to the task requirements at a passing level AND/OR the response does not align with one interview AND/OR invalid citations to literature or invalid literature used AND/OR no support from literature | Did not attempt OR the response does not draw on the sources provided for the task |
Criterion 3: Challenges of the educational leader in one selected interview are discussed in detail with clear examples in | Achieves all the criteria for a high distinctio n to an exemplar y standard, without | Outstanding discussion of the challenges faced by the educational leader in one selected interview including very | Very good discussion of the challenges faced by the educational leader in one selected interview including clear | Good discussion of some of the challenges faced by the educational leader in one selected interview including mostly | Satisfactory discussion of some challenges faced by the educational leader in one selected interview including relevant | Response meets some or all the requirements at thepassing level in limited ways, OR only meets some of the requirementsat the passing level AND/OR the | Response meets some of the requirements at thepassing level in very limited ways, OR response does not provide relevant or accurate | Did not attempt OR the response does not draw on the sources provided |
practice from the interview outlined. 25% | any errors. | clear and detailed examples of practicefrom the selected interview | and detailed examples of practice from the selected interview | clear and detailed examples of practicefrom the selected interview | examples of practice from the selected interview | interview selected is not identified or has not been clearly drawn upon for relevant examples of practice | responses to the task requirements at a passing level AND/OR the response does not align with one interview and its practice examples AND/OR invalid citations to literature/invalid literature used | for the task |
Criterion 4: Identifies and discusses the skills required to be a strong advocate for the ECEC profession and the role that advocacy plays in early childhood education with clear reference to examples in oneselected interview, two unit reading literature sources, and the NQS 25% | Achieves all the criteria for a high distinctio n to an exemplar y standard, without any errors. | Outstanding identification and detailed discussion of the skills required to be a strong advocate for the ECEC profession and the role that advocacy plays in early childhood education with excellent examples from one interview and integration | Very good identification and detailed discussion of the skills required to be a strong advocate for the ECEC profession and the role that advocacy plays in early childhood education with very clear examples from one interview and integration of at least two | Good identification and somewhat detailed discussion of the skills required to be a strong advocate for the ECEC profession and the rolethat advocacy plays in early childhood education with good examples from one interview and some integration of at least two | Satisfactory identification and discussion of some skills required to be a strong advocate for the ECEC profession and the role that advocacy plays in early childhood education with some examples from one interview and reference to two relevant and valid unit reading literature sources and the NQS. | Response meets some or all the requirements at the passing level in limited ways, OR only meets some of the requirements at the passing level AND/ORminimum literature requirements have not been met but some valid literature has been used AND/OR the interview selected is not identified or has not been clearly described | Response meets some of the requirements at the passing level in very limited ways, OR response does not provide relevant or accurate responses to the task requirements at a passing level AND/OR the response does not align with one interview AND/OR invalid citations to literature or | Did not attempt OR the response does not draw on the sources provided for the task |
of at least two very relevant and valid unit reading literature sources and the NQS in an outstanding way. | very relevant and valid unit reading literature sources and the NQS. | relevant and valid unit reading literature sources and the NQS. | invalid literature used AND/OR no support from literature |
Description of SCU Grades
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as outstanding in relation to the learning requirements specified.
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as distinguished in relation to the learning requirements specified.
The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying
relevant skills and concepts. The student’s performance could be described as competent in relation to the learning requirements specified.
The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area.
The student’s performance could be described as satisfactory in relation to the learning requirements specified.
The student’s performance fails to satisfy the learning requirements specified.
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